Year 5 Summer 1
Weekly arithmetic focus – Matched to strand where possible
Maths Mission gaps – Mental/ Oral
focus



I can multiply numbers up to 4 digits by a 1 or 2 digit
number using a formal written method, including
long multiplication for 2 digit numbers.
I can divide numbers up to 4 digits by a one-digit
number using the formal written method of short
division and interpret remainders appropriately for
the context.
I can compare and order fractions whose
denominators are multiples of the same number.
KPIs
Summer 1
Decimals
(two weeks)
 I can read
and write
decimal
numbers as
fractions.
(5.29)
Week 1
+ and decimals with
different
numbers of
decimal places
and whole
numbers.
PIs
 I can
recognise and
use
thousandths
and relate
them to
tenths,
hundredths
and decimal
equivalents.
(5.30)
 I can round
decimals with
2 decimal
places to the
nearest whole
number and 1
decimal place.
(5.31)
 I can read,
write, order
and compare
numbers with
up to 3
decimal
places. (5.32)
 I can solve
problems
involving
numbers up
to 3 decimal
places. (5.33)
Week 2
Week 3
Week 4
Week 5
Summer Test 1 Long
Summer Test 2 Fractions of
multiplication
amounts
of up to 4
digits by TU
Week 6
Summer Test 3
Week 7
Complements of 1
Or
Balanced calculations
Learning journey

Understanding place value of decimals
o
Recognise thousandths and relate them
to tenths, hundredths and decimal
equivalents (5.30)  Chn to understand
the value of each digit within a decimal
number and how to partition a decimal
number.

Ordering and comparing decimals
o Ordering and comparing numbers with
up to 3 decimal places (5.32)  Chn to
revisit knowledge of ordering and
comparing whole numbers. Listing
decimal numbers underneath each other
and using 0 as a place holder

Rounding decimals
o Rounding decimals with 2 decimal places
to a whole number or to 1 decimal
place (5.31)  Chn to revisit
knowledge of rounding whole numbers
and relate back to decimals e.g. “1, 2, 3,
4: round down to the 10 before. 5, 6, 7,
8, 9: round up to the next 10 on the
number line” is used for rounding whole
numbers to the nearest 10, can then be
applied to decimals to round to the
nearest whole or round hundredths to
the nearest tenth.

Calculating with decimals
o Solving problems involving numbers up
to 3 decimal places (5.33) by using the
standard written method  Chn to add
and subtract decimal numbers with up
to 3 decimal places e.g. money and
distance.
o Multiply and divide whole numbers and
decimals by 10, 100 and 1000 Chn to
revisit previous knowledge of
multiplying and dividing my multiples of
10 and apply to decimals, making sure
to move the digits rather than the
decimal point.

Problem solving
o Solving problems involving measure
using decimal notation and all four
operations  Could include length,
mass, volume, money, chn should
understand the appropriate measure for
each.

Linking to fractions
o Reading and writing decimal numbers as
fractions (5.29) -- Concrete
understanding by comparing Fraction
Action and Decimal Action wedges.
Chn to understand that 0.1 = 1 tenth,
0.01 = 1 hundredth etc. Convert from
one to the other to fill gaps, or show
shaded 100s square in decimals and
fractions etc.
o Solving problems which require
knowing decimal equivalents of
fractions. (5.36)  Chn to use their
previous understanding of converting
between decimals and fractions to
answer word problems that require,
addition, subtraction, finding a
fraction/decimal value of a given amount
Big Problem ideas


Add together both of these decimal numbers.
Round your answer to 1 decimal place.
Summer 1
Percentages
(two weeks)
Summer 1
Statistics
(1-2 weeks)
MATHS
MISSION
IDEAS
or
OPTIONAL
PAPER
QUESTIONS
 I can solve
problems
which
require
knowing
percentage
and decimal
equivalents
of 1/2, 1/4,
1/5, 2/5, 4/5,
and those
fractions
with a
denominator
or a multiple
of 10 or 25.
(5.36)
 I can
recognise the
percent
symbol and
understand
that percent
relates to
'number
parts per
hundred'.
(5.34)
 I can write
percentages
as a fraction
with
denominator
hundred, and
as a decimal.
(5.35)
 I can
complete,
read and
interpret
information
in tables,
including
timetables
(5.54).
 I can solve
comparison,
sum and
difference
problems
using
information
presented in
a line graph
(5.55).

Understanding the meaning of percent
o Recognising the percent symbol and
understanding its meaning (5.34) 
Concrete understanding by showing
100s squares and relating back to the
number of pieces selected out of the
100.

Ordering and comparing percentages
o Ordering and comparing percentages of
different amounts.

Understanding the meaning of percent
o Write percentages as a fraction (5.35)
 Chn to use percentage action and
fraction action wedges as a comparative
tool to aid concrete understanding. Use
knowledge of the definition of percent
to work out the percentage of 1/100,
25/100, 5/10, etc.
o Solve problems which require knowing
percentage equivalents of fractions.
(5.36)
Line graphs
o Plotting and interpreting data/finding
totals and the difference (5.55)


Timetables
o Reading timetables, calculating time
intervals, finding missing times
o Year 5 Mastery overview Autumn MathsHUBS White Rose pgs 25/26
o Scholastic Maths Practise Book for Year
5
Miss Davies bakes a batch of 60 cupcakes for the End of Year Green
Party. 80% of them are chocolate cupcakes.
How many chocolate cupcakes did Miss Davies bake?
How many cupcakes are not chocolate?
On the way to school, Miss Davies accidentally drops 1/4 of the
chocolate cupcakes!
How many chocolate cupcakes did she drop?
How many cupcakes are successfully delivered to the Green
Party?
Plan and organise a train journey from Birmingham New Street
to London Euston for Mrs Graham, Miss Davies and Mrs Hipkiss.
Think about:
Possible departure times
Costs
Total travel time
Which journey would you choose and why?
See: London Midland
Easy_times_and_fares_guide_Birmingham_London.pdf
KPIs to be assessed:
 I can read and write decimal numbers as fractions. (5.29)
 I can solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5, and those fractions with a
denominator or a multiple of 10 or 25. (5.36)
 I can complete, read and interpret information in tables, including timetables (5.54).